Paired for Success: Enhancing the Teacher Residency Experience Through Intentional Mentor-Mentee Matching

IF 4.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-08-25 DOI:10.1177/00224871251364268

Laura Eicher, Virginia Clark, Christy Brown

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引用次数: 0

Abstract

This study examines the influence of personality-based matching in mentor-mentee pairings within a teacher residency program. Using the Big Five Personality traits, we investigated whether personality similarity and perceived similarity within mentor teacher (MT) and teacher resident (TR) dyads are associated with satisfaction in the mentoring partnership. Findings indicate that perceived similarity significantly enhances satisfaction, and when MT-TR pairs share at least one dominant Big Five personality trait, satisfaction with the match further increases. In addition, TRs report higher satisfaction when paired with MTs whose dominant personality trait is agreeableness, characterized by interpersonal warmth and collaboration. These results underscore the importance of considering personality traits in formal matching processes, providing actionable insights for residency program administrators. Intentional personality-based pairings may enhance the quality of mentoring relationships, fostering greater collaboration, communication, and support, contributing to improved mentoring outcomes and teacher development.

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配对成功：透过有意的师徒配对，提升教师实习经验

本研究探讨人格配对对教师实习计划中师徒配对的影响。本研究运用大五人格特质，探讨师徒二人组的人格相似性和感知相似性是否与师徒伙伴关系的满意度相关。研究结果表明，感知的相似性显著提高了满意度，当MT-TR配对具有至少一个主导的大五人格特质时，对匹配的满意度进一步提高。此外，与以人际温暖和合作为主要人格特质的友善型团队成员配对时，团队成员的满意度更高。这些结果强调了在正式匹配过程中考虑人格特征的重要性，为住院医师项目管理者提供了可操作的见解。有意的基于个性的配对可以提高师徒关系的质量，促进更大的协作、沟通和支持，有助于改善师徒结果和教师发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).